tv BOS Joint City School District and City College Committee SFGTV June 15, 2020 8:00pm-10:36pm PDT
how many people are in your household, do you rent, and your information. your name, your age, your race, your gender. >> everybody is $2,000 in funding for our child care, housing, food stamps, and medical care. >> all of the residents in the city and county of san francisco need to be counted in census 2020. if you're not counted, then your community is underrepresented and will be underserved. ct and city college select committee. i'm supervisor haney, chair of the committee. our clerk stood erica major. madame clerk, do you have any
announcements? >> yes. due to the covid-19 health emergency and to protect board members, city employers and members of public, the board of spo*ifs sorts's legislative chamber and committee room are closed. however, members will be participating in the meeting remotely. committee meeting will attend the meeting during video conference and participate in the meeting to the same extent as if they were physically present. public comment will be available on each item of this agenda. for both channel 26 and sfgov tv and the numbers are streaming across the screen. each speaker will be allowed two minutes to speak. call in for opportunities to speak during the public comment period are available via phone by calling 415-655-0001.
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>> thank you, madame clerk. can you please call the roll? >> yes. thank you, chair haney. on the call of the roll -- [roll call] we have a quorum. >> thank you, madame clerk. can you please call the first item? >> yes. item number 1 is the hear regarding how covid-19 has impacted the schedules, policies and provision of services for services for unified school district and city college of san francisco.
the approach of sfusd and ccsf are exercising to protect both students and staff during the pandemic. those who want to provide public comment on this should call 415-655-0015. access code 145-719-5545 and press pound again. if you've already done so, -- have not done so, please press star 3 to line up to speak. your system will prompt that you have raised your hand to speak. >> thank you, madame clerk. i appreciate it. and, first of all, thank you for your work in the clerk's office for fixing those technical difficulties and allowing there to be public comment for this meeting. welcome back, everyone. i just first want to say hello. it is good to see you all. and just to the trustees and
the commissioners and the staff, thank you so much for everything that you all are doing right now. i know this is a very challenging time for our city, for our families, for our educators, for sfusd, for city college and i've just been really grateful for the leadership that you all have demonstrated during these challenging times to make sure that you are leading in a way that ensures our students can continue to access education, we can continue to support our educators and that we really think about what we're doing right now and also what we're going to do in the future. so, i'm really excited that we're having this meeting. and i'm looking forward to discussing all of these issues with all of you. but i just wanted to start with a big thank you for the leadership of all of the folks who are here during this time. it's been really impressive. a lot has happened over the past few months.
and this is a critical meeting to discuss how we are responding during this crisis to meet the needs of our students, educators and families and communities. i wanted -- i'm going to recognize our presenters in a moment. we're going to be sort of guiding us through this conversation that this meeting is an opportunity for the city district and city college and the city to maintain the lines of communication that we fought so hard to establish and provide both sfusd and city college with the opportunity to report on all of your hard work. we also want to provide the public with the information on what they can expect in the upcoming months and what to look for in terms of planning their own decisions and what many can expect to have information and what things look like. some of you notice i've been supporting this work in another
way as a co-chair of a committee that the president norman yee and mayor breed set up around these issues so there will be conversation that reflects the timelines and processs that are in front of us. they are huge decisions that are in front of our city, school district and city college. how we will re-open and how we continue to support our students, families and educators this summer in the fall and beyond and how we will face together the looming budget challenges that affect all of us. and i do think it's something that we have to plan for together, that we have to be there for each other and we shouldn't expect each of these institutions to go at it alone because, at tend of the day, these are the same people that we're serving. these are the same families and students and educators who are san franciscans who all of us have a responsibility to
support and be responsive to. so, we're going to introduce the presenters in a moment. but i do want to open it up if there are any of my fellow committee members who would like to comment on this item and i'm also grateful, of course, that i give a lot of shout-outs to the trustees and commissioners, but also my colleagues, supervisor fewer who's here as well. could any -- would any of the committee members like to provide any comments before we start the presentations? let me see how to call on people here. i see trustee williams and then also truce tee randolph. president williams. >> can you hear me? >> yes. >> yes. ok. i'm not used to microsoft team so i'm getting used to it. i just want to thank you, chair haney, for all of your work bringing this item forward. this is so need right now for both of our institutions and
for sfusd and the only way to make it out of this is to work together and i'm excited to have the conversation and continue the conversation of. what we can do to bring resources to these very vital educational institutions. our students are depending on it, and our families are depend ing on it. and i know it's very hard for city and county of san francisco, the city is facing its own billion dollar deficit so really putting on our thinking caps and being creative. i think it is really going to be inspiring for all of us. so, just thank you, chair haney, for your leadership and thank you to all of our commissioners and my colleague, trustee randolph and my colleagues trustee selby. >> thank you so much, president williams. absolutely. trustee randolph?
>> hello, chair haney. thank you so much for convening this meeting. i think i agree with president williams and you that this is a critical time. i know that our respective districts were facing financial issues even before covid-19 due to a variety of different factors so it has been made worse through this crisis and as you know, from being on the board, whenever there is a recession, the state when education funding is needed, the state unfortunately cuts their support and we are seeing a significant cut coming down the line from the state of california, which i think our team is going to talk about in a minute. i just want to thank the city for all the support that they have given city college already and the board of supervisors has supported us through the city funding that we were able to secure for the next 10 years. so i know that the city is already doing a lot to help city college and we continue to provide education to our
students, specifically the underserved communities. and i know there is going to be something coming in november, hopefully, that will continue to support us. but i want to thank you for your leadership and the city for already stepping up in the past and working with us to make it through this really critical time. as you know, when people are out of a job during a recession, they come to community klefjs all over the state. that is when we're the most critical to really help with recovery, with workforce development and with training so we need make sure that the resources are there when, you know, our members of the community really need it this fall and this coming spring. >> thank you, trustee randolph. appreciate that t. commissioner colins? >> thank you. i just -- i want to echo all the comments that have been made and i very much praoernlt the opportunity for us all to come together. i really also appreciated trustee williams' comment and just in terms of us both facing
economic uncertainty right now at a time when we're already facing uncertainty around our health and well-being, of family members and just want to reiterate that students and families do not experience government in silos and this has made it clear that it is imperative for us all to work in coordination with one another. we have our own house we're responsible for. basically not working in alignment. we're going to create gaps for families that are the most vulnerable. and so what i've actually been very hopeful is in seeing how we are developing new systems to coordinate between the district and the city and also community-based organizations. we're creating more systems of listening to the community and filling gaps. and being more flexible, i think. and that is one of the positive things that i think is coming out of this.
in addition, i just also want to say that, in the last few weeks, you know, covid and the economy were the number one topics with our so-called [inaudible] but we've been taught about *irn tuitional racism, police brutality and safety. and that conversation is connected with budgets and it's connected with education and it's connected with city, you know, support of social services and investment in our communities. so, i just -- like i said, they are connected so i really, really appreciate the space and the leadership of the board of supervisors in working to get this committee together so that we can continue to work together, not just to meet the challenges that we save in dealing with covid or our education system, but also all of us are responsible for,
working together to eradicate institutional racism and investing in communities of color so that we can thrive and so, again, just great gratitude and appreciation for the leadership on this collective team. >> absolutely. and i appreciate those comments. i do think that some of the work that you discussed there would be a good topic for a future meeting with all of us and how we can coordinate on some of the really incredible work that you all have been doing around those issues. supervisor fewer? >> yes. thank you very much, chair haney. i just want to say it's great to see everybody. i feel like i haven't seen folks for so long and everyone is looking very well. and thank you for your continued work. i just want to make a comment that, you know, i think that california was the fifth largest economy in the world. and yes, we are facing a
deficit but we have a thriving economy here in california. i understand from our state legislators that higher lead take a hit and they're looking at sfusd and ccfu but i have not heard about where our community college was at. knowing we were going into this budget year already with quite a heavy deficit and knowing that you've probably had to use resources to actually boost the learning gap during this time, and then also the city college, knowing that you also had financial challenges and trying to get back on board andive a lot on your plate this is coming year. and i also just want to say that it is really true that we, as a society, have looked at public safety mainly as law enforcement. in fact, law enforcement is a
small part of public safety and police respond to crime. they actually don't prevent it. and education, as we know, is the foundation for our democracy. it is a great equalizer of our society. and in particular public kaefj i hope that you know that supervisor haney and ahaven't been on the board for many years that we hope to be partners and allies as we enter into the [inaudible] season and beyond. as you know, we're having an estimated $1.7 billion deficit also, but it is also important to remember that san francisco has a thriving economy. we are not fresno and we are not modesto. we have actually economies that have been thriving even throughout this covid-19. so, having said that, looking forward to your presentations. i have some questions.
but overall look like you guys have been very busy. thank you for all you're doing. building a safety net for all of our san franciscans. >> thank you, supervisor fewer. and everyone for your comments there. i definitely echo that. this is supervisor fewer and i are committed to working with you all as we move through the budget process in the coming months and this is really a space that we should use and i hope, you know, now that we took a few months off because there was a lot going on, but that we can have regular meetings here and we may want to have this item be something that is moron going because of how, you know, immediate and urgent these issues are and we really want to be champions for both of these institutions at the city and coordinate appropriately. so, with that, i want to move on to our first presenter. we're going hear from sfusd first. and i believe that i am going
-- we're going to start with deputy superintendent meiun lee. i'll pass it over to you. >> thank you so much, chair haney, and committee members. it's been a long time coming. this presentation, this conversation. we know you've been very accommodating for our requests to arrange this on a date when we could have a little bit of band width and space to prepare and communicate xaekively. so, we really appreciate your patience with that timing aspect of this. we, too, are very excited to share both a progress report, a high-level summary of the progress we've been making since march in response to the covid pandemic as well as looking ahead at the many questions and many dilemmas that we're looking at and planning for a restart of learning in the fall.
so, we're going to cover a number of topics today. i'll joined by several colleagues. i'll introduce them in a moment. but we'll be talking about our efforts to provide food security during the pandemic and distributing meals. they're going to talk about trying to bridge the digital divide by providing access to technology devices and internet connectivity. we're going share information about the amazing work that's been happening to design and implement a distant learning program. immediately. it was very short notice, obviously. but many folks have worked really hard to get up that and running. a lot of work to do still. but that an was an impressive effort. and also to talk about how we're trying to look after and check in on our students and our families. by conducting wellness checks and reaching out to them and caring for the whole range of
experiences and needs that they're going through these days and many of which have been intensified as commissioner collins mentioned over the last few weeks with the tragic events and illuminating events of police brutality across the country. i would like to ask, we can go slightly out of order in our slides. because one of our colleagues, who is the deputy superintendent of instruction, she has >> suhana: interview to conduct. if it's possible to go slightly out of order and go to slide six of our presentation. and then we'll pick back up at the beginning. >> if erica can send us the materials, that would be great.
>> actually, if we can start on slide 5. good morning, everybody. it's good to be here and share the amazing collaboration on what we have learned on covid-19 during this crisis. as you know, schools in sfusd closed on march 19, and that was our first day of distance learning. our official teacher-led interactive distance learning started on april 13, and that was when we moved all of our instruction to two phases: either a digital distance
approach or a nondigital distance approach. during the weeks that led up to that april 13 date, we spent a lot of time -- like, myong will speak to you later, but we engaged our students in learning remotely, as well as making sure as many students and families as possible had access to technological devices, which would be needed, especially for our second and third grade students. so what you see is some of our bright spots and highlights. you should know that a number of our second and third grade students already had electronics to be able to do school studies, but we had a
way for students to sign up for technology, and of those students, 99% we were able to get devices distributed. we had a number of methods to distribute our devices. school pick ups, as well as home deliveries, and the use of the postal service, and we are in the process of building out a dashboard to give us data of not only who has a device and usage, but who accesses the device. in the first week of distance learning, april 13, we saw 99% of our families engaged in distance learning, meaning some form of home instruction with their teachers. next slide, please. next slide, please. i'm sorry. >> clerk: there might be a
slight delay. >> so our process is twofold. as i said, it was a digital approach which requires the use of the devices and then, a nondigital approach. that really prioritized our students in pre-k through two, so our nondigital approach, again, pre-k through two, it was a combination of instructional material, markers, journals, etc., to really help facilitate the learning at home. for these students, we did ask the teachers to facilitate the students by calling them to check in and checking if they were utilizing the learning kits. our other students also received learning kits from their teachers and educators,
and we had a process for families to sign up for tips as well as information on how to engage their students instructionally from home. we saw an up tick from families who reached out for that instruction. we did have some pre-k through two families that were able to engage and whole classrooms that were able to engage, but there were some that needed these learning kits. we also had special strategies and kits for our students who had i.e.p.s. we were not able to reach all of the students, but we did have a robust rollout specific to the needs of those
pre as we made the shift from the schoolhouse, it was really clear that we had to build up our capacity supports for our teachers and educators and parents and students who were teaching and learning in new ways, and we needed to make sure the supports were both virtual supports as well as hard copies of material and information. some of those supports are listed on slide 7. we had -- we created a website specifically for students and student support. when students have their chrome books or sfusd distributed chrome books, it already is loaded with a host of information and applications, so we had information on how to
access the technology. we also created play lists for our students on youtube and how-to videos for our families. we also had a link we added midway through distance learning so parents and students can ask questions about teaching and learning. we started a weekly family digest, which was another way to get families information around distance learning as well as different learning and supports, and we had a number of ways for families to get feedback and pivot on our plan in the moment. i apologize. i can't see if the slides are changing, as my screen is frozen, but i'm letting the folks who have slides in front of them that we're now on slide 8. i think it was commissioner haney and commissioner collins who said that this is our joint responsibility of all san francisco families, and we
cannot do this work in silos. we have to be coordinated, and that was definitely a huge piece of brick in navigating to on-line or distance learning. and in response to questions, we both created some things that allowed us to collaborate differently and better with our community partners, as well as already joining some existing networks that they held, as well. we started a three episode form that had over 400 families
participating in really thinking about how do we together serve families differently and better during this crisis? we also held a number of our equity task force town hauls with members of our c.b.o.s and other c.b.o.s and families and students and we focused on how to make sure that this shift is humanizing while working to disrupt the racial justices inherent in our system. we also provided a number of community services so that as our families were coming forward with questions, they had support with a number of resources that -- from a number of resources that sfusd had available. we also partnered with ktvu
producing a program featuring read alouds and music to address the challenges that we had connecting with our younger students in particular. we also leveraged our c.b.o. partnerships for distribution of not just devices but also the learning kits that i mentioned earlier. next slide, please. so that was just an overview of highlights and things that we were able to accomplish in this short time. i think as myong referenced, there were a lot of things that we had to do in a short time. these slides referenced the highlights and challenges that we had along the way. one thing that was not on the slides was connection and connectivity. one thing we know that's pivotal to teaching and learning is that relationship piece and that human factor, and just by sheer nature of being sheltered in place, it was challenging to stay connected with students and to also engage them, especially
these students in pre-k to 2. and then, just of course just the limitations that a shelter in place brings in terms of human capacity. we learned quickly the need to differentiate our content across different languages, what it be teacher guided and what can be student and family guided. that's what we typically do in the schoolhouse, but really, the learning curve was the speed in which we had to jump into remote learning. we didn't have the time to make sure that all materials were in different languages, nor did we
make sure that families who didn't speak english had the supports they needed for their students. so looking back, we need to engage in thoughtful learning that doesn't increase the burden or of the lift on the family -- or the lift on the family members who are continuing to work, as well. in 2020, this is just a short list of the learnings and challenges to really rethink as we are going to proceed as we are going to open up for the fall, understanding that the fall is still really unknown, but it's still likely that next year will still have a virtual aspect, so we're trying to figure out how do we address that as we proceed. next slide, please. so we're using the summer months to do just that, to really reflect and learn for the fall. we're still providing summer programmings to a number of our students. we're not providing all of the programs that we provided in the past. we really asked ourselves which
of our summer programs lend themselves to a distance learning approach without sacrificing too much of the program. as a result, we are providing a majority of our summer programming to our high school students who continue to have credit recovery around ccsf and community college. all of the classes around that are being conducted virtually, and again, most of these classes are for targeted groups, and we don't have many programs where folks are able to sign up. we are going to have c.b.o.s identify those other options for families. during the summer, we are going to continue to build what additional learning looks like. we are allowing our students to keep their materials -- sorry, the chrome books and materials that were borrowed for the
spring. they're going to continue to keep those so they can continue learning with them on the fall. we had a multipronged approach on getting wifi to every student and family, and we're continuing to making sure our families have access to the various apps and programs that were preloaded onto our san francisco unified school district chrome books. we're also providing a number of resources for families to keep students engaged over summer months. the next slide, please -- we're on slide 13 for those who are able to follow along. one of the issues that called out was around connection and conne connectivity, and so we continue to work around some of our more targets communities have access to wifi, including alice griffith and others,
however, that's still a need and a challenge we face as we go into the fall. i will now pass it over to myong. >> wonderful. thank you so much, deputy superintendent. and i do see a noticing -- yeah, deputy superintendent, there's a few questions, so i want to make sure that we are able to get those in. if it's okay, what i'm going to do is allow each presenter to finish their presentation and then take the questions that come up, so instructee selby had a question first, and then, supervisor fewer. trustee selby? >> why don't we go to supervisor fewer first because
we maybe lost trustee selby. >> supervisor fewer: thank you very much, chair. thank you for the presentation. i just had a few questions for clarification. first, i want to say that it's amazing that you were able to pivot so quickly and develop these programs in such a short time, timeline, knowing that we have almost 60,000 sfusd students, so i think it's remarkable and commendable. i just wanted to ask what kind of resources did we have for english language learners and in particular the k through 2 population? >> so for in the center, for the nondigital approach, our packets did consist of -- i would say we listed the spanish language just because of the access of materials we had for students who spoke spanish.
there was still english language development happening, and there were various resources we gave to our teachers to send out to families and to engage students who were in pathway programs, our language learners. i will be honest, we provided some packages to provide teachers to be able to facilitate with english learners. english learners was one of our target groups that had challenges, but we were able to provide materials for a student who was an english learner, we did not have materials to know how to translate and support that english learning student, as well, and many of those families not being english speakers themselves, and so that is definitely an area of
focus as we proceed. >> supervisor fewer: yeah, i see that that would be a gap, quite frankly, especially in those years k through 2, as they're getting a lot more of the language and familiar with the language and language information. and then, my second question was really about, i guess, parent parent engagement. so i know in the past we had a lot of discussion about how parents can be coeducators, and maybe focus could be not only on the packets but interactive on an every day basis, and this is something that parents not english speaking could be engaging in. and so i was wondering, was there a component for parents,
reaching out to show them what kind of trainers, what kind of educators, and learning in a second language. >> we did go to our parent advisory councils as well as meet with and get feedback from various families, but supervisor, again, it's an area of growth. it's a building of the capacity and supporting the capacity of the families themselves to be the teacher, right? and so as we -- as we proceeded and got feedback, we definitely created resources, but we did not have any official, you know, webinars or trainings, if you will, that we referenced how you support your students at home. it was a lot of written materials and youtube channels that came out. one of the other things, as we switched to remote learning and prioritized the devices and learning for third through 12, one of the devices that i named
was connection and connectivity. so for the fall, we're working on strategies to get devices to students in those early grades, so dependent on the asynchronous and learning devices, as well, we are creating learning and training for our non-english speaking families, as well, but how do you manage and help support teaching as a family -- as a family, as a parent who is working. >> supervisor fewer: challenging. i also wanted to know if there was a mechanism that was available to students to actually do an evaluation of their on-line learning so that we can just gain information about where the gaps are, maybe how we can improve, but, like,
through the lens of the student. and maybe it's the 6 through 12 grade, but really, there's all these different subjects, every subject has a different teacher. the at any ticontinuity, or th different challenge every day, or i didn't feel like i had a lesson at all. it's brand-new, that we're doing this. but we have actually, i think when i was on the board, really looked at this digital learning in the classroom and this teacher being the facilitator of knowledge but not the holder of knowledge. i think this is an opportunity to actually explore more of that that we looked at. i think we all remember the trip to napa. i think it's a chance for engagement because we want to
hear from students about their learning experience. >> we are planning some forms, student engagement forms. i had the pleasure of speaking with some students and getting feedback hard-and-fast from our students. i'm working on getting that scale. i know that some teachers surveyed their students and so now we are getting feedback from a number of stakeholder groups, and we're also planning some town halls, as well, that would include students, but again, a more targeted and focused approach on getting feedback from them is in the works. >> supervisor fewer: and one thing when i was on the board a while ago, we did a study and found that 96% of our parent population actually had cell phones, and so i wanted to know if we were utilizing the cell
phones to engage, send updates. and also a reminder to parents about homework, about classroom learning so they're getting the reminders. i've had three teenagers, so reminders just about what they should be doing. i don't know if you utilized the cell phones at all, but the vast majority of them -- a lot of them didn't have a laptop, more a device like that, but they did have a cell phone, so i'm just wondering, were you able to engage in that way? >> so a number of materials is available on our website on their cell phones, but the one thing that we mentioned on the literacy text, families would get messages of various literacy strategies of how to
support their student at home. we are talking about, again, how to scale that. it was already being used in our early ed program even during the regular school year. we extended it during distance learning from pre-k to 2, and now, we are looking at even expanding that. >> thank you. my apologies. first of all, i want to also thank deputy superintendent for a wonderful, very informative. my kids went through the k through 12 system at sfusd and had a great experience, and it's great to hear of the wonderful work that you're doing now. my anecdotal experience, one of the heros, the unsung heros from sfusd are the parents because they're complete
stressed out about that if they do have jobs. if they don't have jobs, they're teaching their kids or attempting to teach their kids at the same time, which is even harder, while doing their full-time job, so a shoutout to the parents. i'm so glad that supervisor fewer asked about the students, so i want to hear from that perspective how things are working. i did get my kids out of sfusd into the higher education, but did i hear right? are we going distance learning for the first semester? that's my question. >> we are in the process of planning for multiple scenarios in the fall. i think one of our other presenters is going to be talking about what reopening looks like, but just talking about now, thinking about what
supervisor fewer said in terms of surveys, for sure, running in the process of being in the moment, we know that getting feedback around the experiences that happened during this will be helpful in the fall, but what i can say is this is an uncertain situation, so we are really mindful around the fact that we might be virtual for some part of the school year, and we've got to focus on distance learning. >> so that brings me to my next point, something that i worked with kathrcatherine dodd on so the effects of radiation, and one study said no cell phone towers could be on or near sfusd property, and you have -- i'm concerned about the chrome
books, and i know that there's a lot of radiation. i'm concerned because young kids have thin skulls, the radiation is feeding in a lot more. there are cities around the world that have banned iphones or chrome books or anything like that for young students, and i would be happy to connect you with catherine dodd. she's a registered nurse and she works on this stuff -- nationally, she works on this stuff. i would love to see a simple solution, and i have one on my computer right now. you can get an ethernet cable for a few bucks, and it's pinning the student all the time, keeping that away from you. to me, that's very concerning that we're taking our kids, and
we're putting them on screens 24-7 basically, and unfortunately, we're not protecting them at the same time. partially -- and it's not our fault. it's the f.c.c., and i'm not going to get into that, but we can do a little bit of protection, and a little bit of protection can go a long way, and again, i'm happy to connect you with people who know more about the subject. [inaudible] >> -- we don't want babies in any age range in front of the screen all day. so one of the things that we're trying to pull in in the fall is -- [inaudible] >> -- so i would love to hear more about that research to inform our guidance around
that, but we hear you. no 24-7 screen time, and we're also just thinking about how do we help -- as we use screens more for learning, as students use screens for everything else, how do we provide some guidance for our families, as well, so thank you for providing that. >> absolutely. >> commissioner collins. >> yeah. i just really appreciate the presentation. i've been working with you for a while, and we've been in conversation. i do really want to list up, i know especially for supervisor fewer, who was on the board, and i was a leader, and we've really been wanting certain systems to change. i don't think the importance of some of the things that you've done in response to really involving parents are things that we've been asking for for
a really long time, and you've made them happen. parents have been asking for a really long time, can parents just call someplace and get help, and you made it happen. and there's staff, and there's staffing over the summer. i'm sharing the number constantly, but just to have a person on the phone, and that's also a point of feedback. so when they're getting those calls, the fact that they can get more information and what parents need in real-time, i think is also a really useful resource for data and, you know -- and i also applaud your efforts in getting feedback from high school students. i appreciate that question, as well. my daughters, actually, at their school, got that. the high school team was regularly serving students in real-time and then responding, and they were giving feedback to the educators and adjusting -- they were sharing the results with students,
telling us this, and they were sharing their results in real-time. so i encourage you to reach out. i'm sure schools hear or there were doing it, and i appreciate the effort to do that high scale. so i just want to celebrate that. and additionally, the forum -- you know, it took us a while, i think, initially, as a district. our focus on food, which was perfect, and technology, which was also perfect. but as far as teachers and professional learning, the focus was on technology. and i think teachers and parents get feedback that we need more engagement in building parent capacity? and i've seen that shift in work in your form and the equity task force and making yourself available, directly available to families and also to c.b.o.s, so i also wanted to lift that up and honor that. while also, you are a parent doing the work with other sfusd
parents, you know, with kids crawling under the table and trying to, you know, get done working, so i want to lift up the parent educators that have also been, you know, kind of juggling a lot of balls, so thanks. >> all right. i think we'll move back to you, deputy superintendent lee. >> okay. thank you, chair haney. thank you, everybody, for that conversation. and apologies to my wonderful colleague. you stayed longer than you said that you were able to, so i appreciate that. it felt very important, as i told you, for you to be part of this presentation, so really appreciate you making a special effort. so we -- and i'm kind of in what president williams and
trusty randolph said about in the flow, so let me know if you have conflicts in your schedules. this is going back to, i think it's slide 2. this is for the meals delivery update, or if we could go back to slide 3, perhaps, and then, we could just provide a very quick overview. so we did include -- i don't know if members of the public or actually committee members can see all these links or if the links are operable, but we did include some links about several of these major buckets of services, including meals, technology access, distance learning, wellness checks that commissioner collins just mentioned, the family resource link. and for anybody who is interested in seeing details, we included some links to more
did detailed information about each of those. but with regards to the meals, if i can just spend a minute on statistics there, i was just informed this morning that the number has crossed the 1.6 million mark that we've provided since the middle of march. 1.6 million meals to our families, and that is through a variety of means. so we have 18 grab-and-go sites, that those are distributed mondays and wednesdays, so either two or three days of meals, and that is the largest mechanism, the highest volume. and then, we also have arranged for some other, more targeted means of distribution, including door-to-door delivery, especially for
students who have more difficulty accessing the grab-and-go sites, including students with disabilities or special dietary needs or restrictions that have to be considered in particular. we have seven sites as which we're partnering with community-based organizations to distribute meals that we're providing, and then, we also have provided some infrastructure support to the san francisco marin food bank to support -- i believe most of them are weekly, but a dozen pop-up pantries at campuses across the city. and then most recently, we have an employee -- this is through volunteers or school district employees that have the ability to pick up meals and distribute them to families that they're aware of that can use the
[inaudible] >> -- school food, and these particular programs are a part of our overall community wide efforts and city and county c.b.o.s to provide food security during this crisis. so with that, i would like to turn it over to another colleague who is our -- basically our incident commander for this whole episode, who is mary lau smith.
she's the chief support for our community and families division. and i'd like to let the committee members now that our sfusd staff includes our city government liaison, who i know the city leaders are hearing from a lot, every week, if not three times a week, with updates on this work, and then our chief facilities officer is also playing a pivotal role. so mary, can i turn it over to you? and at this point, we're going to -- let's see...i believe we're going to turn the attention more toward the forward planning, and for the board of supervisors team, we are going to pivot back to
we, of course, know that they're on everybody's minds. we are in a pretty important stage of planning and engaging in the many complex factors that are involved in this discussion, so these are obvious questions. in the next slide, there are a list and some key guidance documents from the federal c.d.c. from just a couple of weeks ago. and then last friday, the california department of public health released guidance for schools in considering reopening. and then, this past monday, just four days ago, the california department of education released guidance, as well. and then last, but not least, we are in regular contact with the -- with our partners in the california -- i'm sorry, in the
san francisco department of public health, and they are -- they are -- our local experts, and they will be providing the relevant health directives and guidance, so we expect that guidance to be available in early july. mary is texting me to say her audio is not working. please text me if i'm leaving something out, but i'll proceed in the meantime. the next slide shows the -- this is our obvious list of stakeholders and customers that we want to work closely with: students, families, labor
partners, c.b.o.s, our city partners, and we are going to be engaging in working groups around strands of this work beginning next week. so -- and we're trying to put together cross sections of district staff as well as representatives from these organizations or sets of organizations to help inform our work. >> myong, can you hear me? >> yes. >> i don't know. i was talking, and my audio was working, so i got off and back on. sorry about that. >> okay. welcome back. why don't you pick it up from here? >> so nobody heard my introduction, so thank you very much for allowing me to present this information. i think we're trying to catch up to where we are right now. i don't know what myong talked
about, so i apologize -- >> we're about to go to slide 17. >> i he ssee that. so can you switch to the next slide, and i'll go back to the guiding documents -- or go back to the guiding documents. i just wanted you to now in sfusd, what we're going to do is health and safety in our student families, and our staff is our top priority, so we're considering many different options, and these are the guiding documents that will be informing a lot of our decisions? if you'll go to the next slide, myong talked a little bit about planning our partnerships, and one of the ways that i'm -- i'm sorry. i'm trying to pick up the flow of a conversation i didn't hear, so go to the next slide. so one of the ways that we're
working at is that sfusd has a tree to look at as we return to in-person operations. so as we plan what learning looks like on august 17, we'll be going through a number of these questions to make sure if we have an option to return to in-person options, distance learning, or a hybrid type of thing, so these are the questions we'll be looking at as we make our decision. go to the next slide, please. so as, i think, myong talked about, i heard him briefly, there's a lot of different ways we can talk about returning to school. we can have a full return, where we're returning all of our students, all of our staff back to the brick and mortar. we may find out through this process that a delayed return makes more sense. we take a little more time to get our in-person operations ready before we welcome everybody back. maybe we're going to find out that a combination return makes
most sense. we can welcome some of our students back, and some of our staff, and some will continue to do distance learning, or we can do a gradual. we could start with some students and gradually add more and more students as we proceed through the school year. so within that are many scenarios and things to be looking at. what we are going to be doing in the planning process is looking at the guiding principles to make our decisions with, these scenarios. some examples would be looking at educational equity for each and every student, looking at a healing approach. what is our continuing communication and engagement with folks? i think some of the feedback loops, the question and the conversation when deputy superintendent was talking about, and then, what does our personalized learning look like? we have drivers that will guide our planning. you know, what are the extended
leashing options we might have availab available? how do we enforce what we're now calling social distancing? what is our supply chain to make sure that we can keep our school safe and clean and disinfected, and what are our policies with our partners around staffing and workforce? next slide, please. and i think i'm handing this back to you, myong. >> thank you, mary. so this, basically, is a slightly gloomy note to end on, and we -- we realize that we're not alone with -- in facing this dilemma, that we know that city and county as well as our friends in city college have similar concerns, and just speaking for ourselves, especially facing significant
cuts, we do have a problem that we have increased costs, including all of those items in this list of increased costs. at the same time, there is a proposal by the governor, governor newsom, who is -- which we appreciate his championing the cause for federal stimulus funds very vigorously. we appreciate that, all of us do, i'm sure. and in the meantime, if the federal government doesn't come through with stimulus relief, then, the governor's proposed budget would cut k-12 budgets by 10%. as you know well, supervisors, the city's local revenues are stressed, and we participate in
that through the enrichment fund and others. there was a quote that tony thurmond made a few weeks ago. he said we believe our school districts can't reopen safely if they have to implement these kinds of cuts, and then for one statistic, this is a national statistic, so please take this with a little bit of a grain of salt for our own analysis, but the national superintendent's association recently released an estimate that following the c.d.c. guidelines, which chief just went through, would cost on average -- a nationwide average of $500 a student to address the specific covid related needs, and that would be approximately $27 million for us just applying that nationwide average, and it
certainly could be the case that our own circumstances and cost structure here would be quite a bit higher than that, so we know we're in this together. we are part of the community wide solutions, and meeting the needs of our communities, students, families, and kmup communities in general, and we hope that we can continue to work with you and with the institutions that we preserve. with that, that concludes our presentation, and we will be happy to either yield the floor to our city college friends or take questions. >> supervisor haney: supervisor fewer has questions. i did want to ask one question first. you know, i appreciate everything that's being done and all of those updates. one of the questions that i wanted to know about is
graduation and whether graduation rates or dropout rates or making sure that people can access credit, how that has gone, and what you're seeing in terms of numbers over the last few months for our seniors. >> mary, do you want to speak to that? >> supervisor haney, i'm not sure. we don't have a lot of data. we're trying to understand the graduation, supporting with transcripts for enrolling in higher education. can you just say a little bit more of what you're asking about? because it may be information that we have to go back.
>> supervisor haney: yeah. do you expect to have a harder time for students who need to makeup credit in order to graduate this year, and credit recovery programs and such? are those being able to operate in a way that ensures that people can access credit to graduate this year? i realize all that data may not be available. >> yes, i understand what you're saying. that is our top priority for our summer work, so all the contract recovery, we did a lot of work targeting -- identifying all the students who need to makeup credit in order to graduate similar to what we do every year to ensure that all of the students who are going onto higher education graduate, so that was a top priority, and we did a lot of outreach to students specifically to make sure that they enrolled in the summer program -- i think what we call our super seniors, so they'll get the credits and graduate by the end of the summer
programming. >> and as far as semester credits, the district and officials had a conversation about grading and equity policies. commissioners, please, feel free to chime in on that, but the outcome was that all high school students were -- grades and credits for high school students were in a pass-no pass standards. so as long as the student was participating enough to get a passing grade, then they got credit for their section, and that also was in alignment with policies from the u.c. system and the c.s.u. system.
so a lot more details about that if you're interested, but that was generally the approach that we took and i think a lot of other districts took. >> supervisor haney: supervisor fewer? >> supervisor fewer: yes, i have a few questions, myong. i think we are looking at challenges and solutions that we've never looked at before. i believe we are bound to 180 instructal days a year -- instructional days a year, but i'm wondering if we have looked at staggering our school year so we have learning going on 365 days a year so we always have students in our classrooms? have we discussed that at all? i just think it's extraordinary times and i think three months out of the year, we're not using our school facilities, and so have you thought about
staggering the school year and -- so we could actually have students in an instructional setting but stagger them so we can do social distancing? >> that was the purpose mute. >> oh, now, he's having this. >> okay. sorry. i apologize. i had my mute button on. how about if we team up on this, nellie? but i'll just say we are beginning to look at a number of different models, including specifically considering social distancing and the space adaptations that we would need to accomplish reasonably
healthy and safe environments for our students to reduce the risk of transmitting the covid-19 virus or the coronavirus, but i think -- so the short answer is yes, we're looking at many different options, and extending the calendar days is one of them. but there is a very real tension between a design like that that would necessarily require additional staff or additional service days for our staff because as we mentioned, we have significant deep cuts, so we have to navigate a tough puzzle there. and we're in the process of doing that. we're in the beginning stages of doing that, but one other
thing i might mention, and this is in appreciation to city administrator naomi kelley, that we have had some conversations with city departments, including city administrator about potentially partnering to have access to potentially underused city owned spaces to potentially reduce the numbers of students occupying space at a single time, so those two are at the beginning stages, but i did want to mention that we're working in close partnership with the city administrator and a number of other colleagues and city departments. >> supervisor fewer: sure, because i actually think that the digital learning -- i can see in high school, middle school, even, but the k through 2, actually, population, is somewhat super worrisome, just
because that learning line, and once they get behind at that age, kids don't catch up. i thought we could be utilizing some of our school's property to help engage them and close that gap. >> if i might add, sorry to extend this, but in case this wasn't mentioned before, we are planning to have -- and i know this may be -- add some tension to what commissioner selby made, but we are planning to distribute some devices to our early learners in the fall, as well, so we'll look into these precautions around the cell phone towers, but that is something that we will add for next year. >> supervisor fewer: also concerned about socializations with other students is so
important and how -- that relationship building. is that something you can't really do in isolation? really, the k through 2, having three children myself, i know that socialization is probably about 40% of the classroom learning, and so just didn't want our children to miss out on that. thanks so much. >> all right. commissioner moliga? >> yeah thank you, supervisor haney. i just wanted to piggyback off of supervisor fewer's recommendation. if we could run those numbers, that would be interesting for us to look at on the school district side. i only say that because i look at this as an opportunity to rebuild our school system, and looking at a scenario like that could actually be beneficial for us, and i could see a
partnership happening with the c.b.o.s, and the thing about some of the learning laws, everyone will be able to access it. it'll be a really interesting concept for us to at least vet and see if it's something that we can adopt in our school district. >> if i may, absolutely, and those are thing that's we have been considering as we look at an actual return, and if we can start engaging some students more than others. so absolutely. glad that everybody -- we're all thinking the same way, so that's great. >> commissioner collins.
zm thank you. i appreciate this conversation, and i also wanted to list up the fact that we are doing things in different ways, and this -- the wellness checks was something that individual schools or individual teachers were doing, and now, through the resolution, and i really appreciate commissioner moliga's leadership working with chief smith to develop a system wide way of checking in and figuring out, you know, not only whether kids have devices and whether they have food, but also checking in to make sure how's learning going, what needs do your family have, and also getting personal help from our school over the summer. all of our plans as parents just kind of went out the window, so being able to
connect my teenagers to stuff so they're just not doing just anything over the summer, and also in partnership with s.f. public library and learning on-line and pushing out those resources. i do want to say just with all that's going on right now, and everyone, i think, on this panel, can acknowledge that i've received 3,000 e-mails about shifting money from policing to social services and community-based supports, and it's -- it's a really important priority, and at the same time, you know, we were already in a budget crisis. we have covid, you know, we're talking about these increased expenses of reopening schools, and then facing this statewide kind of budget cuts. so i guess all of these conversations, all -- they can't -- you know, they can't be had in isolation.
and i think commissioner moliga and other commissioners, we're calling on others to not take away from our students and other families in need. but at the same time, we are going to need support, and some of that has come from the city, and we really appreciate that, and we also need really concerted advocacy at the state level because if those cuts go into effect, like, none of this -- you know, none of this stuff can happen. and when we talk about public safety, you know, we're talking about health safety, but we're also talking about safety of students emotionally and physically and in their neighborhoods, so -- and it's community safety, as well, so i'm just -- want to continually make those connections and
to jump in, and it'll be important for the rest of us to hear this, and this is probably information that you've heard before. so thank you, sfusd. if you are able to stick around, there may be some other things that come up or maybe interactions between the two institutions, and then, of course, we still will have public comment after this next presentation. president williams, did you want to say something before we open up? >> yeah. it's just unfortunate that myself and trustee randolph have to leave at noon but want to make ourselves available for any questions that any members might have. i know it's going to be a continuing conversation, so please reach out to us and let us know any questions that come up during the presentation. we're definitely available for that. thank you. >> supervisor haney: great. thank you, and we appreciate it, and i know this will be an ongoing conversation. all right. so why don't we go to city
college. we have two presenters. >> this is diana gonzalez. i'm the interim chancellor. i love being interim chancellor because i get to introduce people and watch them do all the work, so thank you for that, supervisor haney. so very quickly, supervisors, trustees, thank you very much. it's great to be here. i'm diane gonzalez, i'm the current interim chancellor of city college of san francisco. i'm going to walk you through -- if we can go to the
second slide, please. first, i want to say that i'm incredibly impressed with san francisco unified presentation, everything from the graphics to the contents. you'll see that this reflects our current budget situation. very off year, so we want to focus on the data and questions afterwards. so very quickly, what we're going to be focusing on today is the registration in spring of 2020 and the upcoming fall. and what are the ongoing educational goals, and at the end, how the city can support us, and that's me and my advocacy role as i go through -- throughout the
state, advocating for more funding for education, so i'll turn it over to senior vice chancellor, tom vogel, and he will take you through the next set of slides. >> the next few slides talk about the impact of covid-19 on our spring. our in-person instruction was suspended after march 12, and it remained suspended through the end of the semester. we were able to convert the vast majority of our classes to on-line learning. this involved training over 700 faculty to the transition to r remote instruction.
the focus was our credit classes. we wanted to focus on ensure that we were not delaying students towards certificates, degrees, and transfer. our remote transfer was much more limited, although we did focus on the credit recovery program that we run with s.f. unified, and we continue our support with graduating seniors. [inaudible] >> -- mostly with our existing on-line classes, and again, we are continuing our support for our dual enrollment sfusd classes. for fall 2020, we are planning on most of our classes being remote. remote instruction is going to include both credit and noncredit classes, and we are going to expand our support four instruction, to expand it to -- especially our work with
our english as a second language criteria. we are applying for additional instruction in certain areas. we know that there's some critical areas that we have for students, for the city, that require some level of hands on, in-person instruction. our nursing programs, especially given the nature of the current health situation, we need to make sure that our students that are engaged in nursing and other programs are able to continue towards all of their educational goals. our construction classes, city build program, our health care maintenance programs, and others, we are planning for some amount of in-person instruction. this in-person instruction is going to be modified, of course, based on our health department guidelines, and we need to maintain the health and protection of our faculty and
health of our students. the covid-19 situation did have an impact on student concession. we did have -- our spring semester ended around may 20, and grades -- [inaudible] >> -- recently, so we had an impact on a number of our pass or success rates. our class rates declined by about 3.4% compared to recent semesters. we also have been able to take a look at the impact of this on our equity populations, and our equity populations did also experience a delaine in our pass rate, but the good news is the delaine was smaller than the college as a whole. so while we saw overall with the college of 3.4% decline in our pass rate, with our equity population, that decline was a little smaller. our average g.p.a. was a little
higher in spring of 2020, and we did expand the use -- the ability of students creating -- [inaudible] >> we did implement a number of changes in our instructional policies, working with our academic -- [inaudible] >> we expanded access to excused withdrawals. every student initiated withdrawals through may 8 was reported as an excused withdrawal. excused withdrawals are special because they don't have an impact on g.p.a., they don't have -- unlike our regular withdrawals. they have no impact on g.p.a., academic standing, or course repetition. it's basically a no harm, no foul. students also got a full refund of enrollment fees, including
our free city students. normally, students are able to choose pass or pass grading only for certain classes, and we extended it to all of the contract classes. this was a recommendation from our acting lieutenant, and we expanded the timeline that students could choose pass on pass grading. that was extended through the end of the semester. another thing, we did extend our student employment through the spring of 2020. we know that a number of our students rely on the work that they do and the money that they earn as student workers, and we maintained that through the end of spring 20, even for those that were unable to perform their actual duties that they would if they were in person. we have some numbers just to back this up. this -- as i mentioned, all
spring 2020 withdrawals march 9 through may 8 were reported as withdrawals. this total census enrollment, i want to point out, this is not a head count, so this is a student taking three classes with us counts as three in one of these numbers here. the spring of 2020 numbers withdrawal figures include all withdrawals, both those before march 9 and those after. for spring 2020, about one in four of those withdrawals occurred before march 9, before the whole covid situation. here's some specific data about the use of pass on pass grading. you can see in the spring 2020, we had a slide up tick in the number of students that chose pass-no pass grading, and it
was a little bit lower than what we've seen in recent semesters. and with this, i'm going to turn this over -- the next few slides to dr. correa, our association vice chancellor of student affairs. >> may i say something before i have to leave? i just -- chair, chair haney? >> supervisor haney: yes, trustee randolph. >> sorry, vice chancellor. i just want to thank senior vice chancellor and his team for all the work that they've done over the past sem enter. i think it was wonderful, commissioners, that we were able to move from almost all instructional in person to on-line well two weeks of the semester and make sure that most of our students and faculty is ready to teach on-line. it was a rate big undertaking that continues to go on, but of course, many of you hear the
news of what's going on with the on-line college on the state level that had two years to do when we had two weeks. we were one of the first colleges to switch to on-line learning. i just want to thank everyone for the work, and apologize that i have to leave early to my other meeting, but thank you, chair haney, and maybe we can do a follow up later in the year to see how we're
progressing. we have city college day, and frisco day, where we had students come to college and celebrate. we had a frisco week, a whole week of on-line activity making sure that s.c. graduates knew that that opportunity was there, and maketion sure that we continue to -- making sure that we continue to provide access, even if it's on-line, and we need to make sure to do everything we can to ensure that our students have access. so thank you, all, and i apologize for leaving.
>> supervisor haney: thank you, trustee randolph. appreciate that. going to continue with the presentation. >> thank you. can you go back one slide, tom? i'm sorry. >> yeah, i can. >> so one of the areas as far as student affairs is going to be focusing on and what we were able to do in this remote situation, so i'll be reviewing the ccsf virtual campus that the team worked on developing, and a lot of the services that we were able to continue to offer remotely and what we like to refer to as our virtual counters in how we provided follow ups for our students. the basic needs that we focused on. the drop-withdrawal rate was increasing for our students, and we wanted to make sure that we put some mechanisms and strategies in there to overcome
difficulties with our students and then some measures to make sure that we did not discontinue any of our big events or assistance that we were providing our students. as far as kccsf virtual campus there was an idea of how we would be able to communicate with our students, create a landing page, kind of a one-stop hub for students to be able to find the information that they needed, rather than having to go to all these different websites and all this different information that sometimes could be very convoluted for the students. so it was very intentional to focus on that information. so the areas that we really wanted to put on the virtual campus was all of the student services that were available to the students. on and off campus resources, along with on-line learning support and resources, and then, obviously, to provide them with academic support that they needed.
i'm not sure if we're able to demonstrate the virtual campus on the microsoft teams. >> i'll have to sfop sttop sha this for one second and then reshare something else. >> just to show the main hub of what that would look like. >> is that showing now? >> no, we're seeing your picture. >> oh, it was there for a second. >> it was there for a second? okay. let me try this again. >> okay. i'm just going to pause until it shows up. >> congratulations. this is what the student would see when they come to our ccsf
virtual campus. some of the resources was technology for our students, so the very first thing we wanted to do was to make sure students were able to get technology assistance, information about registration. at the time, we were trying to transition into our summer registration, as well, so all the info our students would be needing, along with the main bullet points at the bottom. if you can scroll down a little bit more, and then, we also provided f.a.q.s that we put together for our students on the issues that we were having during the pandemic situation. so they would be able to select what they're looking for r, so this was where they would be
able to come and select that information. when they selected the student services area, it would give them contact information, links to the website, office hours or zoom hours, and all the information they would need from that particular department, so we tried intentionally very simple to make the information easy for the students so they could get any help from our representatives who could provide that assistance. >> so our main student services departments or programs that
were available for our students that went completely remote with our admissions and records, our financial services, our records, our cal works, our assessment center. our assessment center was able to put together some on-line resources and create testing on-line for our math and english department, specifically for our students with english and math testing. our veterans services, our student health services, so our student health area actually created a patient portal where students can check in, log in, get forms, and make appointments to be able to get some assistance. we also have a mental health program with the college so they can make sure that they follow up with our counselors and make appointments. our disabled student support services are still being offered on-line and remotely along with the resource
centers. what was very critical was our resource centers here at ccsf. that's an area where students can come in, lounge, and have relationships with a coordinator that could help them in different areas. they would be able to do homework there and be able to connect and get some resources, but with the current situation of being remote, obviously, we wouldn't be able to be there in person, so it was critical for our services to be there for our students. what we focused on was wellness checks and zoom hours for our particular resource center. what we found is that students would join some coordinators in our zoom section.
our family resource centers would hold workshops, and it was critical for our resource centers to hold that support and just have a place for students to talk to if they wanted to chat. we had students stay the entire three hours just to have some contact, so that contact was very critical in making sure that students had that support. next slide. so some of the basic supports was critical came in recogardso the c.a.r.e.s. we were provided a $3.5 million allocation from the federal department of education, and with that, we were able to distribute 3,468 eligible student grants anywhere between
$324 all the way to $1,309, and that all was determined based on federal eligibility along with the amount of units that the students were in. technology support was obviously a really big need. we had to rapidly put together and find a funding source to be table to provide chrome books for our students. so in collaborating with our academic affairs partners and also our actual associate students, we all were able to come together and purchase approximately 1,000 chrome books and also some wifi hot spots and put together a program very quickly in getting these chrome books out to our students. so it's actually still running. in the summer semester, we put together a process where the students wouldn't necessarily have to reapply to keep their
chrome books, they would be able to keep their chrome books through the summer semester. food support was also another need that was critical, as a lot of our on campus food pantries and bookshelves were all shutdown. we had to reacreate resources partner to provide food support programs. so we put together a food support program where we would purchase safeway food cards for our students, so we purchased about 2,375 50 gift cards for our students. so our retention efforts, this became very critical at the middle of the semester as we
started tracking better with real numbers, and our drop numbers were going -- [inaudible] >> so we put together a little work group with collaboration, as everything always takes a village. so we worked closely with our student affairs development team, academic affairs, and student research. it was very critical in trying to create focus groups and establishing contact with the students, whether the contact was via phone, e-mail, or text messages. so we wanted to focus on students that had an extenuating withdrawal or e.u. reason for withdrawing from one course, and we wanted to make sure that are we offering that course again in the fall semester? if so, we made contact with the student, saying we noticed that you were registered for the
spring semester. we're offering that course in the fall, so please come back. we're offering it again, and that was roughly about 4600 students that were affected in that area, and we had at least about 1,479 actual multiple courses that we'd be able to offer in the fall semester. another targeted group was the students that had more than just one course dropped, and we wanted to also follow up with them and find out what resources -- what had been made available? what happened? w how did they withdrew, and did they need follow up assistance? did they need a chrome book? and we had approximately 1,103 of those students. we also targeted students who were academically struggling and provided them with academic support, connected them with counseling, tutoring, and those were about 987 students, and we
also targeted our high school students who didn't meet any of the criteria, but we just wanted to make sure that we were work wg collaboratively with them and following up with sfusd staff and check in and see what kind of referrals or assistance they would need from city college. next slide? so again, we targeted a lot of the case management of specific students specific with our resource center staff again, our dream students, which is our undocumented students, our homeless students, and our lgbtq students. these are our high risk students, so we made sure we followed up with them. we also worked with j-bay who
was working with our students in providing them with actual cell phones and laptops. we were able to identify 56 of our own ccsf foster youth students and connect them with j-bay and provide them with cell phones and laptops out of this partnership. next slide. and one of the most important things is even though a lot of our events were cancelled in person, we wanted to just find the opportunity to be able to still provide those activities and services, and as trustee randolph mentioned, frisco day was a big event in collaboration with our partners in san francisco unified. we actually created a frisco week, and at the same time, we were introducing a new registration interface system of how our students would be able to register for classes incoming semester. it was important that we
provided that to student in the registration progression. so the incoming frisco week was to help students with registration, how to navigate through the system, providing them with counseling support, providing them with access to a financial aid specialist, and all those were done through zoom, and zoom sessions were done with all of our activities and connecting to resources, and it was focus odd the student affairs side of it, of just trying to get tlem through the registration sighing will. so out of the frisco week, we were able to enrole approximately 397 students for the upcoming fall 2020 semester.
for the summer 2020 semester, we're still providing credit remote learning. our on-line classes are being offered in child development, health development, in coordination with our partners at san francisco unified. this is a total of 47 section with 45 student of high school students in each of those assistance, and we also had san francisco unified instructors embedded in those sessions. we're also providing noncredit learning during the summer 2020 semester. we've had approximately 40 sections of high school credit recovery, which ranged between 35 to 40 students in each of those sections. and also the math and english tutors that were embedded within those english and math history courses, as well. okay. next slide, i think that's it for me.
so i think chancellor gonzales will continue. >> as soon as i unmute. thank you. our board declared a state of emergency on march 9, and we were planning on closing and operating remotely as of the close of basis usiness on marc and the following shelter in place took place the following monday, i believe. we had a number of our classes, especially our credit classes were set up to be delivered remotely, but kudos to staff to
pivot as quickly as we did. at this point, the college continues to deliver instruction and services remotely. i participate every other week in a bay-10 conference call with the other community colleges. i was hoping we could continue in person, but based on the c.d.c. guidelines and the logistics that you've seen in the previous presentation from s.f. unified, there's a lot of logistics involved, so we are continuing to do everything remotely. only those services that cannot be done remotely will be done on campus. we have a return to campus -- [inaudible] >> -- and we're meeting every friday to plan for the gradual return to campus, and when we
do so, we will be following all public health guidelines. so again, we're planning for most fall 2020 classes to be delivered remotely. again, the dean and her staff did an incredible job pivoting on the credit students. now our focus is the noncredit students and faculty to support them in their level of instruction. we are planning for some in-person instruction in certain areas. we are committed to the economic recovery efforts, so for example, allied health, construction, stewing our city build program and aircraft maintenance. we are working also to start to bring those on campus to provide in-person instruction, and also, going on through the summer, our faculty are continuing to train to be able
to deliver remote instruction. so how can the city support us? as we saw from dr. correa's presentation, we receive funding from the government, but our undocumented students in particular, our daca students, as well as our noncredit student, so the c.a.r.e.s. application was based on pell grant applications. we had a food bank, in addition, and we're very thankful for the partnership we have with dcyf, and these are areas that we could do with some additional assistance. the city has bulk purchasing of equipment that may assist in
reducing some of those costs, and then hub purchasing of chrome books and laptops. we are looking at pretty significant budget costs. we are looking at further across-the-board reductions. and in an attempt to preserve our schedule, which is already significantly reduced from the last two years, we have put out a request to all our employee groups to begin negotiating concessions. the goal is to preserve the class schedule. in addition to advocating or lobbying for additional levels or at least keep us at the current levels, we're asking for all employees to pull together and take a 10% pay
cut. and again, the goal is to preserve the level of scheduling as it currently is right now and not take further cuts to the schedule. and with that, that concludes our presentation. >> great. thank you, colleagues. if there's any questions, you can type your name, and i'll call on you. supervisor fewer? >> yes. i want to say thank you for your presentation. i think most of you know, i am a graduate of city college myself, and our children and my husband actually attended charles development programs at city college, so we're big city college fans. i just want to know if you have any demographic information about the withdrawals by race, and if you do, maybe we can have it for the next discussion. but also, i wanted to know what
other -- the community colleges that a lot of our students go to -- choose to go to other than city college, are they doing the same, are you doing communication with them and looking at maybe the same strategy around state funding, college of marin, for example, and are we all with one voice advocating at the state level? and another question, i've always thought that san francisco unified should eliminate their a.p. classes, and everyone should graduate with a year of college under their belts as a high school student because i think it helps to bridge our divide, and actually, i think many of the first-time college goers and their families, it, you know, gives them a boost of confidence that they have enrolled in a college class and
they've been successful, and the a.p. classes are somewhat of an economic advance to me in that they're charged the fees to take an a.p. class, and then, they take the test, but if they don't pass the test, they don't get the a.p. credit whereas if you pass a course at city college, you actually do get college credit. i think it's more comprehensive, a class at city college, than to cram all of the material in a shorter period of time. so i guess my question is, to make it more succinct, are we looking to do an expansion around credit classes that san francisco unified -- i mean, currently offers instruction for 18 classes and transitioning over to dual
enrollment, instead? i know that was a lot. >> i'll take the first part of the question. again, this is diane gonzales, the interim chancellor, and then, the senior vice chancellor can talk about dual enrollment. yes, we have been talking with the other community college districts. we participate in a call with our community lobbying group. i want to thank linda and leslie because they've been a critical part in coordinating a lot of our lobbying and advocacy efforts. there was one issue unique to city college, but noncredit and focus on additional funding at the federal level, we've been very purposeful in presenting united front on that, and we'll see how it goes. and to that i'll turn it over
to s.c.c. vogel to talk about dual enrollment. >> sure. before i talk about dual enrollment, you also asked about the rate and breaking that out, and we do have a little bit of information about that. against, as i mentioned, our -- our spring semester grades were just due fairly recently, so our institutional research staff have just started looking at this information. as i mentioned in our presentation, you know, we saw a college wide reduction in our pass rate. the reduction in that pass rate among our disproportionately affected marginalized groups were certainly more affected, and we'll certainly break that out in the weeks to come. in terms of dual enrollment, we
have a wonderful partnership with s.f. unified right now with all the different kinds of dual enrollment that we do. the credit recovery, the e.b. 288 classes that we run that are specifically for high school students during the school day at the unified locations, and then also the more traditional dual enrollment, after school type of classes that might be -- some of which are at unified locations, but some of which are at city college locations. and we're certainly looking at -- we've committed to maintaining our current level, and -- and, you know, really, this gets into the whole city college budget situation, as well. as chancellor gonzales has
mentioned, we are planning a school budget next year that's significantly smaller than what we've done in the last two years, as much as 25% smaller than what we ran back in 2018-2019. that's a challenge for us, i'm going to be honest, but we do know that we want our partnership with unified and providing access to students, it really comes down to, with this challenging budget time, what have we prioritized, and we're certainly focused on maintaining our partnership with unified. it'll take our collective effort to bring in, you know, new revenue sources to the college in order to look at expanding these sorts of critical programs. >> thank you. >> commissioner collins -- i'm sorry, commissioner moliga first. >> thank you, supervisor haney.
hey, appreciate the presentation. that was incredible. i appreciate the data and feedback, and most of all, i appreciate the partnership and collaboration with the school district. i just had a couple of questions, and just to piggyback off of supervisor fewer, her question around the a.p., you know, dual enrollment, you know, i've been having conversations in the school district around that exact topic, as well, and my whole thing around, you know, that -- that potential effort is around cost savings and quality, right? like, you know, doing it and be able to cost save and be able to provide quality education to our students, as well. so super, super highly credited in that conversation. if our staff is still on here, if we could put that somewhere on our checklist, as well, i'd really appreciate it. and then, my last thing around, you know -- again, around this partnership is, you know, the
big thing around for me is transition, right? and so there's a lot of transition happening right now, like, so as a social worker, through transition, a lot of things get lost. i know you guys are having great relationships with the school district, but please feel free to reach out to us and let us know the blind spots. because for me, this relationship between the school district and city college is super important, especially with all the trade programs you've got going on right now, and the high number of kids you've got that trickle into the schools. if you'd like, you can reach out later and just talk about the current relationship that folks have in terms of communication processes and maybe giving feedback on how things can be more efficient or they're perfect. that's fine, as well, but i would love to hear what that looks like currently. but thank you for the presentation.
that was great. >> thank you for the feedback and also your comments and question. that -- because i would like to elaborate on some of the initiatives that we already have. in fact, as soon as we get off this call, i'm going to record a message to our s.f. unified seniors to don't be afraid to enroll in our classes. but we've got a number of positions within our staff that are focused on outreach, and i'm sure you're aware of the san francisco promise. we partner with s.f. unified to matriculate those students to city college and then to san francisco state. our partnership with s.f. unified is very important to us, and i'll turn it over to either s.c.c. vogel to talk
about the outreach and other initiatives. >> thank you, chancellor. would you like me to start? >> why don't you go ahead and get started. >> yes. so as chancellor gonzales was mentioning, we do have our dean of outreach and partnerships, actually, meg hudson. so there's going to be some transition with regards to her roll in academic affairs and student affairs. she's going to be doing a lot of student transition and student affairs work with her team. she is classified more of a liaison with anything related to our high school students so we can have just a point of contact of who unified can work very closely with. so academic affairs and affairs is working very closely with one another, so her roll is
going to be very critical in moving forward. her role would be very critical in the outreach department and making sure we get the information out there as much as possible, so her roll would be focused on dual enrollment and expanded outreach. as well. >> the other thing i wanted to acknowledge was your comment about a.p. classes. i had a graduating senior myself this here, and the cost of taking the a.p. test, and then, the uncertainty of, you know, you spend all this time working on a.p. classes, and then, it comes down to this one test, and maybe you get a good score and maybe you don't, and so the -- the surety that we can provide to students taking a dual enrollment class where
it's not just a go, go, go on one day, it's the accumulation of your effort across the entire semester that can get you the college credit, so yes. >> commissioner collins? >> thank you. really want to just thank you for the presentation and also echo the questions that supervisor fewer and commissioner moliga, just the interest in supporting students and just as a parent, i'm now a high school parent, and i'm wondering, i don't know anything about the programs, really, and i know the information doesn't come to me. i think that's one area that we struggle with, is information and outreach. and i think those challenges increase when we have joint
partnerships, right? because it's, like, whose responsibility is this and who has the connectivity and the access? we have the connectiveness to parents, and you have the courses. so i'm just wondering how we can improve that because i've been involved in education in our district for over 20 years, and i've never -- outside of just references, i've never gotten information about the program, how you access classes, and now as a parent, i feel like this is information that i should be flooded with. i know parents are very familiar with a.p. classes as something you should be aware of, and there is relatively no information that we're receiving, and so i'm wondering -- whose responsibility is that? and my sense is it's shared responsibility, but it goes from everywhere from my daughter's counselor to the
school site to strool office, communication, how we communicate about learning opportunities across the board, and then what are you doing to support us because i'm assuming it does fall on our district quite a bit because we have the connections and, you know, the e-mail addresses and text numbers. but i want us to be flooding parents with information about programs, and i want us to be increasing access. because it's an equity issue, who knows about information. that tends to be populations -- more resource, so i'd be interested in seeing the number of students and demographic of students that participate in the current economic courses, the parents choosing to utilize
those opportunities, and more importantly, how we get that information out there? i think a part of the question is what lies on our district staff in terms of how we are taking information or resources that you're providing and making that available not just directly to students but to families so they can support their high schoolers in finding out about these opportunities. >> thank you. so our average recruitment is going through an overall situation as we speak. now with the cuts and transitioning to outreach, this gives us an opportunity to assess what worked and what didn't, and an opportunity for us to grow in that area. so one of the things that we are looking at particularly is working a lot closer with our academic affairs to really outreach our programs. one of the things that we probably haven't utilized. you'll see us on tables, and
we've had marketing information, but it's about the institution itself. but we haven't really highlights our high programs, right? what is ccsf known for, its high programs? so that's one of the things that we're going to be working on, and looking at specific student demographic profiles as well as what are the students that are surrounding us, and what is their needs as they kind of bridge that, what are they needing from ccsf, so there is a plan in place. >> do you have demographic data to compare who is accessing your enrollment courses and in comparison to the demographic data, the demographic population of sfusd? >> we do, and i think you recall that we had a presentation about this last
fall. perhaps this is a thing that we could -- >> you could share it -- >> yeah. >> yeah, that would be great. >> and an annual report of this might be a good routine for us to establish. >> and just -- this is a personal thing. i don't like the term equity population. it's like, to me, when people use the term black and brown people. >> i appreciate that response. thank you. >> trustee selby. >> yes, thank you. and i also want to -- can you hear me hopefully? i want to say unfortunately i'm going to have to leave in just a minute. maybe we all do, so thank you, everybody, for the great presentation. the only thing i want to say while i have the board of supervisors and these wonderful educators, first of all, sandra
lee fewer, i love the idea of dropping a.p., if we could move that over to a year of college, that would be equitable. frankly, my son who took all the a.p. in the world at lowell doesn't get credit for it at all at san diego. i'm not sure if we can all do better, so yes, it's inequitable and expensive. and secondly, i wanted to say to allison collins that there are a lot of students that do do extracurriculars. and this is just my own personal experience, but they don't end up doing things like dual enrollment, because they want to do other things, like track and other extracurriculars. my kids, both of them were like no, i don't want to do that. that means i can't do track, or that means i can't do this. so i think there may be a way
around that that would allow us maybe to work together. and the last -- and thank you for bringing up that question about not knowing this stuff. i wish i had known about this stuff before i was a trustee when i was a parent and trying to get them classes. i'm very glad we have meg on board who's going to work on getting the information to you guys and you guys are going to work on getting the information out. the last thing i want to say, a word of warning. frisco day, normally, we enroll about 1,000 people, 1,000 students, and we enrolled about 400. tell me if i'm wrong, associate vice chancellor correa, but we're in trouble from the standpoint of making sure that our students, whether they're
at the k through 12 or at the higher education, seeing the value of education. so i'm putting a plea out there for us all at the community college and the k through 12 level, if we only had 400 people at frisco week when we normally had 1,000 at frisco day, that is a problem, and i'm glad to hear, chancellor gonzales, that you're going to be going out there. don't be afraid. i want people not just to be not afraid, but i want them to recognize this incredible value in this really weird time that we find ourselves in and continue to do education, and i'm pretty sure at the sfusd level that you guys are iterating and making things better all the time. i know we're trying to do this
at city college. nonetheless, we know it's not the same as being there in person. i want to put that out there and make sure that we do everything we can to make students realize there are opportunities out there. hopefully, distance learning is something in the rearview mirror. i want to thank everybody for the incredible work that they've been doing, say, from the board of supervisors perspective, any efforts we can put in getting schools and communities first, i think we should make a push to get san francisco to vote city college and schools first and it
provides 40% of its funding to the k through 12 and the community college system -- i guess the higher higher ed, as well. i would love to see how we can get schools and communities past because i see it as a ray of sun light. it is the only thing that is pulling between 53 and 58%. it needs -- polling between 53% and 58%. it needs 50% plus one to pass. i would love to see this group come together and work on schools and communities getting
that to pass. >> so supervisor fewer, and i don't know -- is anybody queued up for public comment, but i want to make sure we open it up, as well. we haven't done public comment, and i know a lot of folks have to leave soon. >> i'll be quick. thank you for the presentation, and then, i just wanted to say, i think we should further this conversation about how city college can actually be a partner in our recovery. because quite frankly, we have a lot of people who may be losing their jobs, we have a lot of people who may be unemployed. city college is a solution to our homeless problem. it is a solution to getting ut back on an economic level we want to be on. i think it's this resource to give people at second chance at something that they had wanted to have a career in and now maybe are looking for a transition, so i think it should be an integral partner,
quite frankly, of our economic recovery plan as we know many people applying for unemployment, many of those jobs may not come back, so thank you for your presentation. >> through the chair, this is interim chancellor gonzales, thank you, thank you, thank you, supervisor fewer. >> yeah, i didn't know if you had to go. >> i had the pleasure of being on a few calls with a few of the supervisors, and that has been my personal battle cry is that city college is that lynch pin to economic recovery, and i'm honored to be a part of the mayor's economic task force and recovery task force. we're uniquely poised to help with that in that, you know, the first responders, the kinds
of programs that folks who need additional training or to jump back into -- into the workforce, those are our programs, and i mentioned just a few of those. the allied health, the city build, the construction, so we know we are that economic lynch pin. the challenge is that whenever -- in recessionary times, that is when our funding is cut, so it's that bass ackward funding process, and that just really straps us tleemds. it's su -- tremendously. you mentioned homeless, i just
wanted to say, again, you know, we really appreciate the opportunities to partner with the city wherever we can. we're -- the most recent partnership was the sleep safe program at our 750 eddy campus. it wasn it's in the process of being cleaned up and will be a sleep safe place for some of our homeless population, so we look forward to continuing to partner with the city, not just in the economic recovery but also providing some of the basic needs for some of our citizens, so thank you. >> thank you. thank you for that, and i hope to be able to talk to you about the safe site that's in my
district that i did not know about. good to know. so i don't know if there are any public commenters. it sounds like there is not. madam clerk? >> clerk: yes, mr. chair, operation is checking to see if there are any callers in queue. the number to call is 888-655, 0001. the access code is 1457195549. press pound, and pound again. to lineup to speak, press star-three. operations is checking to see if there are any callers in queue. operation? >> operator: yes, i do have one caller in the queue. i will start the caller now. >> all right. >> clerk: thank you. >> hi. this is julie roberts. this is jouulie roberts fung.
i appreciate this conversation. it's sort of preaching to the choir. it's with our champions. so it's just been really aspiring to see how sfusd, larger systems, dcyf, and city college have come together to work to figure out our families' needs. i just want to shout out to the african american studies efforts to defund the police and use the resources to build out a real african american studies department and build a
chair and get them out of the closet. so i think in the same way that city college students are rallying and demanding students to get change in our city and where we put our resources, i heard a lot of great ideas about how to shift how we do education in san francisco. and it's been especially inspiring to see, you know, through our community school strategies, you know, the needs assessment that was done at m.l.k. commissioner moliga and commissioner collins were able to roll that out across the entire district. i'm also hearing at our other school, bbhm, that they were able to intentionally look at students and families who were disconnected in one way or another and ensure that they were able to be set up and connected with summer
providers -- >> clerk: your time is up. >> thank you. thank you for your comments. >> operator: mr. chair, there are no more -- that completes the queue. >> all right. great. colleagues, anymore comments or questions? i know that we have probably gone a bit longer than people had planned for, so i want to respect that. commissioner collins? >> hi, just really briefly, i do want to piggyback on that as a parent. we are trying to do wellness check, but what we tried to find, i'm a parent, and i didn't get a phone call until the friday end of school. and it's not just me. i love my school, i love my administration, but our schools are not just set up to connect with families. and i think that you can probably relate during your time on the board, you know,
chair haney and supervisor fewer, that we just consistently have a disconnect, and the schools that excelled at this were bdhm and m.l.k., and both schools had a community school model for a long time, and so they had the automatic infrastructure to mobilize as soon as schools closed, they were calling families to find out what they needed, and they were reaching out. and you, i'm sure, maybe heard from some of those schools when they were calling for food and things like that, and we were hearing from those schools. a lot of those schools and community models had really supported us. that's why i wanted to expand the wellness checks. that's why i think as we are transitioning, thinking about police and safety and how we invest in our communities, one of the things we need to invest in is helping people in those vulnerable community to
accessory sources. i'm currently working with president sanchez and kevin boggus to look at instead of investing in our s.r.o. program, investing in students in our schools providing those emergency services, so thanks for the chancellor's comments on that. >> thank you, commissioner collins. any other commissioners or trustees or supervisor fewer want to make any comments? i do want to say that i think it would be good if we continued this hearing and have the opportunity to come back and likely have a conversation similar to this with updates on a regular basis for the next few months. i think things are going to be moving so quickly, we're really going to need updated on a more
regular basis. i think i will serve as a chair and presenter because in part of my capacity on the reopening committee with maria sue, i think we want to come back with a space for that. we probably by next month should be ready -- well, we'll have to be ready to bring a lot to you on that. i want to say on behalf of the commissioners with you, i want to chat with all of you offline directly about this because ultimately, decisions about reopening schools, decisions about anything that happens at the schools as well as decisions that happen at city college respectively are within the authority of the school board and the trusties respectfully, not the city or the board of supervisors, so we want to figure out how we can support you all, how we can make sure that city services are coordinated, how we can think about funding, other types of resources and coordination, but ultimately each of you are independent
entities, and -- and i do want to make sure that that is clear as we move forward, as well. so i don't know if there's anything anybody wants to add here before we wrap up, and i appreciate the work of the clerk to get this going and overcome our technical difficulties. i see deputy superintendent lee is here, as well, but -- so with that, i'm going to make a motion to continue this hearing and to leave it open. >> clerk: would you like a roll call? >> do we need a roll call? >> clerk: yes. >> yes. >> second -- do we need a second. >> clerk: we do. i'm just going to call the roll. so i'm just going to clarify, on the motion to continue to the call of the chair? >> yes. >> clerk: okay. on the motion to continue to
the call of the chair -- [roll call] >> clerk: you have four ayes and three absent. >> does that work? >> clerk: yes, that's perfect. >> all right. as long as it's enough votes. it's always a little unclear what constitutes quorum or passing in this committee, but thank you so much, everyone. thank you to all the presenters and institutions. it's really impressive. i had a whole list of questions, and they were all answered in your presentations, so it was very impressive work, and this is a very challenging